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CMALT

Accessible equivalents for portfolio

Some items of evidence in my portfolio are not accessible via screen-reading software and may not support other assistive technology. Below are the text equivalents:

1a. An understanding of the constraints and benefits of different technologies

Screencasting: Selected slide from training session

Tool: Adobe Connect. Benefits: Designed for interaction and collaboration. Guest access without account. Recording. Constraints: Max 25 people (charging applies >25).

Tool: Skype. Benefits: Familiar. Private. Constraints: Requires Microsoft account to participate. Max 10 people. No recording.

Tool: Google Hangouts: Benefits: Integrated with Google products. Private. Constraints: Requires Google account to participate. Difficult for non-Google savvy users. Max 10 people. No recording.

Tool: YouTube Live. Benefits: Public. Recorded to YouTube. Participate without add-ins. Constraints: Presenter requires YouTube channel. Limited interactions. No link sharing.

Tool: Pre-recorded. Benefits: High quality. Access controlled. Can be viewed without add-ins. Constraints: No interaction possible.

1b. Technical knowledge and ability in the use of learning technology

Data processing: Python script

The full script has not been presented for IP reasons. The extract shows a .csv file being opened, interpretted using a CSV parser  and data being processed. The data is put into Python Dictionaries (arrays). The code extract shows how the raw data is being reformatted to allow for easier manipulation later on in the script.

Data processing: Excel output of processed data

This is a graph showing three lines of retention data, representing progress through a course categorised by when the learner joined the course. Enrolling before the start date has a higher retention rate than enrolling after the course has begun. The graph is standardised by learner number and course duration, allowing comparison between different courses and cohorts.

2a. An understanding of teaching, learning and/or assessment processes

Course content: progression activity

Screenshot of Week 2 of an online course. Heading: Planning progression in practical work. Summary: In the next steps we will look at 4 practical lessons or demonstrations linked to waves that you can perform with your students. Steps:

  • 2.3 Progression with four practicals for waves (article)
  • 2.4 Wave speed investigation (video)
  • 2.5 Slinky (video)
  • 2.6 Sand and swinging bucket (video)
  • 2.7 Ripple tank (video)
  • 2.8 How would you order these practicals? (article)
  • 2.9 Your experience and thoughts about progression (discussion)
  • 2.10 A teacher’s perspective (video)

Learner activity: Google Form results

Screenshot of responses to learner poll ordering the four practical activities. Order these practical tasks to show how they link together to support progression in learning. The results show how the slinky task is favoured first, with the ripple tank as the last experiment in the progression. However, learners have ordered differently and there is a range of opinions shown.

Course content: discussion step

Screenshot of discussion step from online course. Heading: Your experience and thoughts about progression. Page content: In this step we would like you to think at a deeper level about progression and how it fits into your lessons. We don’t want you focusing on the individual practical or demo, but on how you created the link between each one… Discuss: We are not prescribing a correct way to do progression in waves, but wish to hear your ideas and how these compare to others. Please share your comments below on how you created or would create the links between practical lessons.

3a. Legislative area: GDPR and DPA 2018

Screenshot of learner comment log

A Google Sheet is used for the course team to record where learners have made good comments that could be used for course emails or video diaries. The Sheet records the comment URL, notes explaining the value of the comment, whether consent has been sought and granted, and whether the comment was used by the course team.

Screenshot of post-cousre self-audit consent boxes

From post-course survey. The questions include: May we quote your anonymised comments in impact reports and research outputs? May we use your anonymised responses to this survey when promoting online courses?

3b. Policy area: Standards for Teachers’ Professional Development

Course content: example revisited question

Screenshot from a course with the opening question revisited at the end of the course in a discussion step. Step text includes: How has your definition changed, been enhanced or affirmed by what you have learnt on the course? Share your thoughts below, along with a revised definition.

Course content: example of self-audit task setting goal

Screenshot of survey. Question: What would you like to improve as a result of this course?

Course content: example of self-audit task end of course reflection

Screenshot of survey. A grid of statements with a five-point agree/disagree scale. Below is an open text box question: In what way did the course meet your professional development needs?

Course content: linking reflections across courses

Screenshot of course step. The first part of the step reiterates the learning outcomes. The second part of the step prompts completion of the self-audit task, and includes: Keep hold of your responses as you progress through the program. Review your personal development plan and your self-audit responses. Have you achieved any of your outcomes so far?